A cognitive
apprenticeship sort of takes off from where candle-makers and
cloth-makers left off in the days gone by, and says How
do we teach someone by modeling and demonstrating a way of thinking,
a way of "working in our minds?" 
Linda Darling-Hammond

Key Questions:

How can students learn to think strategically?

How can teachers make thinking visible for their students
and support more powerful learning?

Learning Objectives:

Creating cognitive apprenticeships
– Teachers will learn what kinds of tasks and projects
are appropriate to a cognitive apprenticeship. They will
recognize that tasks should be authentic, representative
of the field or domain being pursued, and based on real-world
needs and contexts.

Making thinking visible
– Teachers will consider how to make expert thinking
visible and how to support student learning through modeling,
scaffolding, and coaching. They will recognize the need
to break down a task, to carefully scaffold, and structure
activities to guide a cognitive apprenticeship.

Assessing students'
learning – Teachers will understand how to
make student thinking visible so they can judge when and
how to support students' learning.

Video
Program

This episode demonstrates how teachers
help their students develop expertise and accomplish
complex tasks by modeling, assisted performance, scaffolding,
coaching, and feedback. It features Daryl Robbins, a
fifth and sixth grade teacher at Birmingham Covington
School in Bloomfield Hills, Michigan, and Pete Shaheen,
a eleventh and twelfth grade English and Social Studies
teacher at Birmingham Seaholm High School in Birmingham,
Michigan. University of Michigan professor Annemarie
Sullivan Palincsar puts the segments in context with
expert commentary.